IACEE 2021
Proceedings

Proceedings of the 17th World Conference on Continuing Engineering Education

ISBN: 978-1-7327114-1-9
(Proceedings part 1: Abstracts)

WEDNESDAY 26 MAY

Parallell Session 1 – 26 May 2021

Track 1: Innovation

An Analysis of Interactive Learning Methodology in Engineering Education Respond to the AI Challenges

Paper number: 11

Authors: Fu Zhong Li1, Dr WANG wen jia1, Dr ZHANG chang fang1

Affiliation: 1Center for National Security and Strategic Studies, National University of Defense Technology

Session: 1 – Track 1: Innovation – 26 May, 2021

Abstract text:
Advances in Artificial Intelligence (AI) technology have opened up new opportunities for progress in critical areas such as health, education, energy, and the environment. In the wake of digital technology’s rapid development, the process of engineering education has become increasingly interactive.AI technology is now essential for this generation to construct and manage their lives. For this reason, this generation has different expectations regarding how they learn and how they want to be taught. This research paper analyzes interactive learning methodology for the future engineering education.

In this paper, an active learning and teaching logic frame was preliminarily realized through overall design by applying the concept of “Science of Learning”. In practice, engineering educators and students, who were familiar with technologies, were more likely to perceive interactive learning tools as useful, easy to use, and compatible with their lifestyles. It will not only cultivate the student’s ability in independent study, but also will train a series of abilities including learning by doing, Human-Computer collaboration, and ability in analysing and expressing.

Firstly, by carrying out AI demand analysis, the authors put the emphasis on studying the connotation of interactive learning, and put forward the abilities that shall be enhanced in artificial intelligence era. Secondly, of particular interest to interactive learning, the paper discuses examples, teaching methodology and best practices based on current literature and the XX University’s experiences are provided. Ultimately, strategies for the combined use of interactive learning tools will be concluded. Implications and recommendations for future research will also be discussed.

How to further rely on the mature application of information technology and constantly enrich the content and methods of curriculum design will be the crucial parts in future research.

Dialectical logic and Experimental Research on Innovative Leadership

Paper number: 27

Authors: Min Zhong1, PhD Yousheng Zhang2

Affiliation: 1School of Continuing Education,Tsinghua University, 2Office of Development and Planning,Tsinghua University

Session: 1 – Track 1: Innovation – 26 May, 2021

Abstract text:
Communication of the humanities and sciences is a very important task of the research on contemporary innovation leadership. Based on this, it is not only needed to interpret it from cultural aspect, but also from the logical angel and pay more attention to the integration of the humanities and sciences in the intelligent era. The Continuing Engineering Education of Tsinghua University adopts the model of experimental exploration and study, helping the learners understand how to innovate so as to achieving business success and promoting sustainable and inclusive sense of social responsibility.

Looking back on the development experience of Tsinghua University Science Park and Tsinghua Holdings, as well as those enterprises with higher competitiveness under their help, it is innovative leadership that keeps them alive and prosper. By summing up the innovative leadership both the east and the west, this paper attempts to identify the key factors that determine the effectiveness of innovative leadership and its formation mechanism, so as to reveal the ideas and approach of innovative leadership that are practical for today’s society. Through the experimental study of the dialectical logic of innovation, a new theory and practical approaches of innovative leadership with both advantages of the east and the west will be born.

Flexible Reciprocal Learning in Sustainable Higher Design Education

Paper number: 41

Authors: Suzanne Brink1, Prof Wilfried Admiraal1, Dr Miranda de Hei2, Dr Ellen Sjoer2

Affiliation: 1Leiden University, 2The Hague University of Applied Sciences

Session: 1 – Track 1: Innovation – 26 May, 2021

Abstract text:
Allow students the autonomy to shape their own learning process. Offer flexibility within a well-defined structure when customizing learning activities to students’ needs. And make learning reciprocal, a two-way process in which teachers consider not only themselves but also students as an important feed of new insights on emerging content. In this study, these summarizing statements indicate the importance of reciprocal learning in a flexible curriculum for its effectiveness to prepare design students for the complex and fast-changing world they will work in after their studies. They appear in a chicken-and-egg way in sixteen semi-structured interviews with design lecturers of five esteemed European art schools, who explained how they challenge students to develop their talents, be engaged in authentic projects, and make an impact on society already during their studies. The aim of the study was to find curriculum design principles to decrease underachievement, but the results reached beyond that towards flexible, reciprocal, authentic, innovative, life-long learning that facilitates talent development for all.

Keywords: Flexible curriculum, reciprocal learning, talent development, sustainable design education, underachievement.

Parallell Session 1 – 26 May 2021

Track 2: Sustainability

The nature of IACEE’s SERINA’s content, relative to the Association’s 2016 Porto Declaration

Paper number: 16

Author: Tony Smith1,2

Affiliation: 1IACEE, 2University of Tasmania

Session: 1 – Track 2: Sustainability – 26 May, 2021

Abstract text:
This paper and research project investigates and reports on the nature of IACEE’s SERINA’s research, relative to Engineering Education, Research and Active Practice as a response to the association’s 2016 Porto Declaration.

SERINA (Sustainability Education and Research in Action) is a global engineering education initiative of the IACEE that focuses on present-day active solutions to 21st Century Grand Sustainability Challenges threatening human survival. SERINA can be found at the following web addresses:

http://serina.iacee.org/
https://www.facebook.com/serina.iacee/
https://www.linkedin.com/groups/13680684/

The paper sets out to highlight a number of the best Engineering focused initiatives and practices for Sustainability. These initiatives and practices are taken from IACEE membership organizations as well as other engineering-focused groupings from around the world and as reported in SERINA. The paper highlights how these sustainable initiatives link to the 17 UN Sustainable Development Goals (SDGs) (https://www.un.org/development/desa/disabilities/envision2030.html), as well as how they work towards meeting Fundamental Human Needs (FHNs) (A.E.Smith 2001, The Role of Social Capital in negotiating Socio-Economic Needs Masters by Research Thesis, University of Tasmania, pgs 34-49)

So as to accomplish the above, the following sustainable related objectives were purposed via both qualitative and quantitative methodologies to inform this paper’s content:

1. Sustainable Engineering Education, Research and Active Practices initiatives were identified and quantified;

2. These initiatives were both qualitatively and quantitatively measured against the 17 UN SDGs and the 9 Fundamental Human Needs;

3. Three each (nine) of some of the best practices for Sustainable Engineering Education, Research and Active Practice were identified and are presented in this paper.

The paper will be presented via ZOOM Oral Presentation and print for discussion.

Designing Authentic School-Based Professional Development and Learning for Faculty and the School Wide Community

Paper number: 10

Author: Diana Ibarra1

Affiliation: 1The ISF Academy

Session: 1 – Track 2: Sustainability – 26 May, 2021

Abstract text:
The Independent Schools Foundation Academy, a Hong Kong school, has implemented and designed a new professional development model for faculty to learn across different curriculum subjects. In parallel, we have also encouraged faculty and community members to learn about leading edge science by offering workshops with hands on experience.

In 2018, we invited faculty to become “early adopters” and learn to use the digital equipment in the makerspace. Over 15 faculty spent considerable time in the makerspace over the academic year and all were successful in implementing these technologies into existing curriculum throughout the school. This include students as young as 4 years old and in subjects as diverse Chinese humanities, science, and language arts.

In 2019, we invited faculty to learn new computer programming technologies and curriculum for teaching sustainability throughout the K -12 school in addition to makerspace technologies. Additionally, faculty members are also participating in action based research projects. We have over 50 faculty participating in this professional development program.

ISF Academy also opened up a molecular biology lab in 2018 and opened this up to parent workshops. Parents come into the MBL for 6 – 8 sessions and learn the basics of molecular biology. This course is over subscribed for months in advance and a small number of non-science faculty are also participating.

As a teaching and learning community, we have set up a unique program in Hong Kong that allows faculty to continue learning and trying new ideas in their classrooms. They have full ownership of their learning journey and the implementation into their curriculum. Involving the parents in the school with workshops and learning opportunities has also had a meaningfully impact on school communication and school life.

Parallell Session 1 – 26 May 2021

Track 3: Inclusion

Students’ perspective on the impact of cultural and ethnic diversity in STEM education

Paper number: 44

Authors: Nishtha Tiwari1, Silvia Marogel1, Paulina Kopton1

Affiliation: 1Board of European Students of Technology

Session: 1 – Track 3: Inclusion – 26 May, 2021

Abstract text:
The awareness of European students towards cultural and ethnic diversity matters is increasing. During BEST Symposia on Education, while working in focus groups, students proposed solutions in order to better support inclusion. The students observed the tendency of segregation among their foreign colleagues, caused by factors such as language barriers, cultural and ethnic stereotypes, social or academic context, which leads to negative effects on their academic performance and mental state.

From the input gathered, it is clear that not all students and teaching staff have a clear understanding of the effects of diversity on STEM education, whether it be the students’ academic success or mental state. Several points were raised, the most common ones being related to the inclusion of foreign students in a new environment, providing appropriate programs for integration into new educational systems and professional help when mental health concerns appear.

Beautiful Patterns: empowering young women through education in Computational Thinking

Paper number: 36

Authors: Patricia Caratozzolo2, Abel Sanchez1

Affiliation: 1Massachusetts Institute of Technology, 2Tecnologico de Monterrey

Session: 1 – Track 3: Inclusion – 26 May, 2021

Abstract text:
Our economy is rapidly shifting, and both educators and stakeholders increasingly recognize that computer science is a “new basic” skill necessary for economic opportunity and social mobility. In addition to problem solving skills developed in Computational Thinking (CT), which are transferable to other domains, CT reinforces other soft skills, such as critical thinking and creativity. Unfortunately, in Latin America, access to the education of computational thinking is scarce. For high school young women, access is virtually non-existent. Women in Mexico represent (i) only 17% of engineering students; (ii) 19% of the STEM workforce; and (iii) 10% of computer science students.

Research shows that diversity leads to better decision-making, more innovation and improved outcomes. Gender is an important aspect of diversity, therefore, Beautiful Patterns seeks to empower adolescents through education, allowing them to reach their full potential and transform their communities and help Mexico compete globally. Developing algorithmic thinking skills of young women -taught by women students from high impact U.S. universities- Beautiful Patterns helps adolescents girls to learn and apply new skills in computational thinking and programming through grassroots leaders and Universities in Mexico.

The present work in Progress project is innovative because it is women teaching other women. Learning doesn’t happen in isolation; students learn best when constructing knowledge themselves within learning communities. Hands-on activities, help students internalize the computational thinking concepts, and then they are walked through carefully-scaffolded coding exercises with a mix of instruction and learning-by-doing. Over the weeklong program, all participants – high school students and college instructors from U.S and Mexico- build long-lasting bonds and friendships with each other.

Sex Education Campaigns as a Solution for Resposible Consumption and Gender Equalities: A Look into Menstruation and Sustainable Development

Paper number: 43

Authors: Giovanna Leticia Gómez Anguiano1, Ana Bárbara Garza Fuentes1

Affiliation: 1Instituto Tecnologico de Monterrey

Session: 1 – Track 3: Inclusion – 26 May, 2021

Abstract text:
The lack of quality sexual education in developing countries creates a barrier for ecological menstrual hygiene products to enter their market economies. Economic and environmental impacts manifest through the carried expenses of menstrual products in a woman’s lifetime, as well as the residues that these produce. Conventional disposable menstrual products are made from 90% plastic, and with their packages, generate 200,000 tons of waste per year and takes between 500-800 years to biodegrade.

As menstruation is perceived in a sociocultural context, it is often seen as a taboo subject, thus, affecting a woman’s perception according to her social status, beliefs, health and sexuality. In recent years, there has been an increase in alternative and ecological products, yet, the stigma regarding their use prevents them from being chosen as first choice. For example, conservative ideologies in developing countries have prevented technological advances to be seen within sexual education.
As a result, this study proposes sexual education campaigns on developing countries as a best practice supporting directly three SDG: Gender Equality, Reduced Inequalities and Responsible Consumption and Production.

In order to address the issues concerning menstruation, normalization is key. This can be achieved by ensuring quality sexual education, encouraging women empowerment and making affordable, healthy, and sustainable menstrual products accessible for all markets.

Technology Showcase – 26 May 2021

A Secure Part of the Program Portfolio: Cybersecurity and Long-Term Trends

Paper number: 56

Authors: Desiree Young1, Jim Fong2, Dan Vigdor3

Affiliation: 1University of Miami , 2UPCEA Center for Research and Strategy, 3HackerU

Session: Technology showcase, 26 May 2021

Abstract text:
With the evolution of a new economy that will include the Internet of Things, connected home and automobile, a sharing economy and automation, cybersecurity is critical across all industries globally. The economic cost and threat to business operations and society overall are critical, therefore, staying ahead of cyber-criminals and threats through the training of cybersecurity professionals is essential. The field of cybersecurity is long-term, as new technologies and enter the marketplace that cyber-criminals will leverage and cyber-security professionals will adopt to protect consumers, as well as businesses. UPCEA will share trends and forecasts around the field of cybersecurity, while the University of Miami and its Division of Continuing and International Education in partnership with HackerU will share the approach, curriculum and results to launching a successful professional noncredit program in the Greater Miami area.

FEANI – the largest European Engineers Federation – and its future role and mission to be a bridge between European academia and industry

Paper number: 61

Authors: Dirk Gustave Bochar

Affiliation: 1European Engineers Federation (FEANI)

Session: Technology Showcase , 26 May 2021

Abstract text:
On 11 September 2019, the Engineers Europe Advisory Group (EEAG), an initiative of FEANI, celebrated its first anniversary at the premises of the European Economic and Social Committee (EESC) in Brussels, with a conference entitled “The future engineer: wishes and facts”.

One year after its creation by FEANI, the European Federation of National Engineering Associations, this consortium has gathered 27 Organizations from the European academic, professional and business world, to encourage cooperation and build bridges between these different stakeholder groups. The goal and objective of this consortium is to promote STEM, to discuss the challenges of digitalization and to promote the professional status of the engineer. In view of a perceived disparity between the engineering skills needed by industry and those delivered by the educational institutions, different methodologies for closing the gap were being debated.

Within the framework of the EEAG, and to ensure this consortium and European initiative leads to something, FEANI – together with ten other partners – developed the “Engineers for Europe” project (E4E) which aims to address the growing challenge in meeting the demand for future qualified engineers. This paper will focus on the objectives and goals of that project in which some of the EEAG-signatories will be actively involved.

E4E aims at accelerating reform in- and revision of engineering education and at innovating engineering careers. These goals will be reached by co-creating, testing and rolling out a series of tools. The project focuses on six pilot countries: France, Germany, Ireland, Italy, Poland and Portugal. It is intended that E4E will be a long-term Europe wide alliance of engineering educational institutions, companies and professional associations in a 2030 perspective, benefiting students, lifelong learners, employers, policy makers and society at large. The project aims to be transnational, structured and result-driven, notably between higher education and business of which the partners share common goals and work together towards mutually beneficial results and outcomes. These results and outcomes are expected to be clearly defined, realistic and address the issues identified in the needs analysis. The E4E project aims to have a short and long-term impact on the wide range of stakeholders involved, at individual, organizational and systemic level.

At the basis of the work will be the Engineers for Europe Monitor (E4E Monitor), a knowledge tool collecting and displaying information on engineering professionals in all their diversity (e.g. demographics, disciplines, labor conditions, aspirations). The E4E Monitor Team will produce three annual studies, which are already in preparation :

❖ Do we know our engineers?
❖ Engineering education in practice.
❖ What do engineers want ?

The data and needs analyses in these three publications and further online material will assist strategic decision making in higher education, industry and government. The E4E Monitor will be designed to outlast the project and be updated on a regular basis.

In parallel, the E4E Education Team will work on tools for accelerating reform and revision in engineering education in Europe (E4E Education). It will do so by focusing on future competences, promoting micro-credentials (E4E label) and rolling out fast feedback loops between engineering schools and companies. An E4E Careers Team will be mapping future career paths, bridging disciplines, countries and lifestyles in view of Innovating engineering careers in Europe (E4E Careers). The team will design tools that open up and facilitate the career of the “New Engineer”.

The target audience will be :
Academic partners & Stakeholders in Higher Education
Academic partners will benefit from engaging with companies and professional associations on the desired future competences of their students.

Industry
Companies will benefit from and contribute to effective training and retraining of their current and future staff.

Professional associations
Professional associations will benefit from better understanding and servicing the needs and expectations of their members.

Students
The project will impact also students as a benefit for future learnings and employments.

In this project, FEANI will be the project leader due to the multiplier effect it has with its national member associations and other interesting stakeholders at national and European level. We expect from project partners, to link to the project website in their own homepages, to disseminate the project results in their own social media, to translate into their own language the general press releases and to attend some events/conferences interesting for the general overview of the project.

On 24 June 2020, FEANI will also take the lead in the organization of the “4th European Engineers’ Day” in cooperation with the European Council of Engineers Chambers (ECEC) and the European Council of Civil Engineers (ECCE) in June 2020. At that occasion also the first results of the E4E project will be presented and debated. More information on the EEAG consortium can be found under:
https://feani.org/feani/engineers-europe-advisory-group

Plenary Panel – 26 May 2021

“Driving a sustainable digital strategy for higher education; seeing the world from the learners point of view”

Driving a sustainable digital strategy for higher education: seeing the world from the learner’s point of view.

Paper number: 58

Authors: Diane Landsiedel1

Affiliation: 1University of Michigan

Session: Plenary Panel , 26 May 2021

Abstract text:
The Internet is the infrastructure of the modern world. Its value as an important vehicle for quality, affordable, lifelong learning is well understood and appreciated by employers and their employees. Additionally, the Internet is a powerful, ubiquitous tool that has emerged as the major, disruptive factor in the future of work and learning. For decades, the preference for “just-in-time” learning, affordable, personalized, flexible learning options in the workplace has been growing. Institutions of higher education have typically responded by treating online education as a separate exercise. Many institutions created small, independent units devoted to online education focused on serving the professional learning needs of working engineers. However, as the preference for online learning has increased in popularity and the concerns about quality in the continuing education space have nearly evaporated, institutions of higher education are grappling with the impact of online learning on the opportunity to have a more significant impact with digital technologies. This session will explore the value of developing a roadmap or a framework for online education at a higher level. We will discuss a sustainable digital strategy that is designed to unlock the transformative power of high quality, effective digital learning for the future of work and learning through higher education.

THURSDAY 27 MAY

Parallell Session 2: Best Practices – 27 May 2021

Track 1: Innovation

Lifelong Learning and Continuing Professional Development in STEM – Innovation, Sustainability, Inclusion

Paper number: 37

Authors: Claes Fredriksson1

Affiliation: 1ANSYS Granta

Session: 2 – Track 1: Innovation – 27 May, 2021

Abstract text:
Innovation, Sustainability and Inclusion are explicit in several of the UN Sustainability Goals but also implicit in goal #4 Quality education, highly relevant to this forum. Lifelong learning and continuing professional development need to be part of addressing the skills-gap created by a rapid digital transition as well as the urgent issue of sustainability. “Rapid technological changes present opportunities and challenges, but the learning environment, the capacities of teachers and the quality of education have not kept pace. Refocused efforts are needed to improve learning outcomes for the full life cycle” [UN].

Engineering education is evolving, which puts demands on educational tools for the purposes described above. Ideally, it requires a platform that (i) is innovative, capturing the interest of learners, (ii) contains information and tools to face the sustainability challenges and (iii) provides the flexibility needed by the diverse group of today’s learners that we want to include.

Materials Science and Engineering represents an area suitable for STEM learning at all levels, not only Engineering. Everybody has experience of materials from an early age and the subject comprises all levels of complexity, from the very simple, to Nobel Prize level. Material properties are also very much connected to the real world, e.g., sustainability issues. Materials, in other words, appears to be an ideal topic to exploit and elaborate on in order to integrate innovation and sustainability in teaching, enabling a truly lifelong learning experience including all ages from schools to beyond retirement.

In this paper, we describe best practices from a widely used digital tool for materials-related teaching and learning complying with points i-iii above. Whereas only some engineers will make use of very detailed and advanced knowledge of Materials Science, it can be argued that the subject lends itself to both University and out-of-University activities of all ages.

Lifelong Learning to identify and integrate competences and tools for Innovation management. The Innovation Process Map.

Paper number: 30

Authors: Patricio Montesinos Sanchis1, Ing. Antonio Aparisi Miralles1

Affiliation: 1CFP- Universidad Politécnica de VALENCIA

Session: 2 – Track 1: Innovation – 27 May, 2021

Abstract text:
Innovation is not just inspiration. As in any human field, innovate requires specific tools and competences that helps not only to deploy intellectual muscle, but also specific actions to plan, evaluate and learn. In addition, using the process map model, the question that arises is which are the process related to produce systematic innovation? The authors suggest to analyses three kind of processes facing how innovation takes place in the organization. Operative processes that interacts directly with customer, strategical process decided just by the top managers and support process to make reality above activities. First step to identify competences in any field is to have a clear idea of the process needed to deploy successfully products and/or services. Which is the process related to innovation? Which are the competences related to the identified processes? Once processes are identified and described, next step is outlining the competences needed to execute the process and with which tools. Moreover, considering tools, in which organizational areas is possible to identify tools? and which organizational dimensions are involved? In this paper, authors describe how the process orientation is able to help in the Lifelong learning needs identification. Not only competences but also tools needed in the innovation arena. Competences and tools, tools and competences to produce systematic organizational or technological innovation.

Parallell Session 2 – 27 May 2021

Track 2: Sustainability

Social Life Cycle Assessment of Products Manufacturing for Practising Engineers

Paper number: 38

Authors: Dr. Soma Chakrabarti1, Dr. Mike Ashby2

Affiliation: 1ANSYS Granta, 2University of Cambridge

Session: 2 – Track 2: Sustainability – Best Practices – 27 May, 2021

Abstract text:
In the era of consumerism and cost-reduction, it is often easy to neglect the social impacts in a product life-cycle management. A Social Life Cycle Assessment (S-LCA) during the product design process helps to define the socio-economic performance associated with the product throughout its life cycle. This is relevant for practising engineers and technical managers, who are engaged in decisions about product design, materials sourcing, manufacturing, usage and product end-life evaluations.

In this paper, we present a Social Impact Audit Tool that evaluates the socio-economic performance associated with a product throughout its life and “flags” social hotspots, based on a country, where the potential impact is coming from.

Complementary to the already available Eco Audit and Cost Audit tools in ANSYS GRANTA EduPack, this EXCEL-based Tool offers an introduction to S-LCA thinking, based on the United Nations Environmental Program -Society of Environmental Toxicology and Chemistry (UNEP/SETAC) “Guidelines for Social Life Cycle Assessment of Products”. The Tool uses the data from Nations of the World Data-table, included in Sustainable Development Database of EduPack. This Social Impact Audit Tool indicates issues such as human rights and equity, health and safety, working conditions and fair pay, freedom of speech and association, social support and welfare, good governance and control of corruption, well-being in the broadest sense, etc. in the product life cycle that includes materials sourcing, manufacturing route, transport mode, use pattern and disposal choice. It is intended for educational use, however, could be used for decision-makers, as a guide for socially responsible engineering design process.

Leveraging CE to Transform the University: Exploring the Implications of a 60 Year Curriculum

Paper number: 7

Author: Amrit Ahluwalia1

Affiliation: 1The EvoLLLution

Session: 2 – Track 2: Sustainability – 27 May, 2021

Abstract text:
The 60 Year Curriculum is changing the way innovative leaders in the United States think about higher education, but what does it take to execute on the vision? How can continuing education leaders work to deliver a student-centric, lifelong (and life wide) education ecosystem that consciously delivers programming, support and advice to individuals from childhood through retirement?

This panel will introduce the concept of the 60 Year Curriculum, place it in the context of the Fourth Industrial Revolution and the Future of Work, and share insights into the steps already being taken–and the steps required–to deliver an intentional lifelong learning ecosystem.

The panel will share the insights of the entire EvoLLLution community of authors (1800 individuals in leadership positions at colleges and universities across North America) to provide a wide scope, and then expand on those ideas with on-the-ground experience from two innovative non-traditional division leaders from Georgia Tech University and Stanford University.

Parallell Session 2 – 27 May 2021

Track 3: Inclusion

How CEE professionals plan, develop and sustain their careers and competence.

Paper number: 53

Authors: Katriina Schrey-Niemenmaa1,2, Kirsti Miettinen3

Affiliation: 1Academic Engineers and Architects in Finland TEK , 2HRPLUS, 3Rastor

Session: 2 – Track 3: Inclusion – 27 May, 2021

Abstract text:
Due to the huge transformation in labour market a discussion of careers is very topical. No jobs or positions or even professions are secure anymore. We don’t just climb our career ladders but many of us have found themselves in situations where our career is at a turning point.

Furthermore, many are questioning if they are on the right career track or if they are in a job that is accord with their values e.g. academic vs. professional or business. Today’s active professionals are facing the need to rethink their careers, analyse their competences or even ask themselves whether this is what I wanted etc.

Did we engineering education professionals choose our careers? How many of us are still balancing between academic and professional/managerial careers. Or after choosing a non-academic path still balancing between university or industry career. How easy is it to have it all?

How do we plan or keep-up on the path that we chose and what kind of setbacks or breaks have we faced in our career paths? Did we do everything consciously? How did we make, or did we even have any possibilities for choices?

What is the future of our profession and those who are succeeding us? Are the needs, values and career choices of the young engineers the same? Several recent surveys show that young engineering professionals prefer to use their competences in solving the world’s major problems, rather than enter managerial roles. Who will take over after we are finished?

In this session we will discuss the results of a survey we conducted among CEE professionals to find out how they chose to become CEE professionals and how they planned, develop and sustain their careers while at the same time developing their businesses for the future.

Internationalization as a Key for Social Innovation and Entrepreneurship

Paper number: 55

Authors: Ana Soriano1

Affiliation: 1Tecnologico de Monterrey

Session: 2 – Track 3: Inclusion – 27 May, 2021

Abstract text:
The advent of the Fourth Industrial Revolution warns of new requirements of employers in terms of competencies of the workforce. Some of these requirements are focused on the social skills of future workers, related to the cultural diversity, the personal and social responsibility and the flexibility to continue learning continuously throughout life. Internationalization in higher education is one of the most effective strategies for the improvement of these skills, and provides not only the abilities to do networking and exchange of ideas but also combats the adverse effects of stereotypes and false beliefs.

Given this panorama that demands globalization and knowledge of the cultural worldview frameworks, higher education institutions must exercise a new integrative role that helps them meet changing expectations under the new economic and social circumstances. Critics of university globalization argue that this condescension can subordinate academic independence to the interests of marketization causing a surrender in its integrity. This is possibly the reason why so few universities have declared in their mission the internationalization of their graduates and the fact that even prestigious universities show low levels of internationalization: European average of internationalization does not exceed 2%.

This study presents the exchange program characteristics of a private university in Mexico and analyzes the strategies for redefining university policies and management to adapt them to the vertiginous changes that affect the identity and responsibility of modern education. In particular, we will present our position on issues of university responsibility such as entrepreneurship, multiculturalism, job creation, social equity and lifelong learning. We believe that creating the opportunity to go abroad for each of our students is an opportunity to change and transform not only the life of an individual but the lives of many people both in Latin America and in Europe.

Plenary panel – 27 May 2021

Today’s Learners and the Future of Higher Education: Recommendations for Remaining Relevant, Innovative, and Sustainable.

Today’s Learners and the Future of Higher Education: Recommendations for Remaining Relevant, Innovative, and Sustainable

Paper number: 40

Authors: Amy Heitzman 1, Dr Nelson Baker 1, Dr Richard Novak 1, Dr Nancy Coleman 3, Dr Adam Fein 2, Dr Rovy Branon 1

Affiliation: 1UPCEA, 2North Texas University (US), 3Harvard University (US)

Session: Plenary panel – 27 May, 2021

Abstract text:
Colleges and universities are increasingly serving more “nontraditional” students, including more students from populations that have been historically under-served by higher education, more students of color, more first-generation students, more low-income learners, and more adult students. On the whole, however, higher education is still organized and oriented to serve learners who are mostly in their late teens to early twenties. That disconnect underscores the urgent need for universities that are serving largely new and different student populations to adopt new and different approaches to support those learners and help ensure their success. With those new realities in mind, this panel presentation will address six areas where universities could reorient themselves to better serve today’s nontraditional learners, and in the process keep higher education relevant, innovative, and sustainable.

FRIDAY 28 MAY

Plenary Panel: Inclusion – 28 May 2021

The future of work and learning from a corporate perspective – Boeing

Paper number: 12

Author: Michael Fors1

Affiliation: 1Boeing

Session: Plenary & Panel – Inclusion – 28 May, 2021

Abstract text:
As defined by world leaders at the World Economic Forum, we are now in a 4th Industrial Revolution, where technologies in the cloud are accelerating at a dizzying pace. These technologies, including AI, Machine Learning, and Quantum Computing, are digitally transforming the world. Startups have the ability to disrupt big companies more easily. Big companies want to digitally transform to improve their business, and innovate in new ways to gain more revenue and profit. Because the new technologies are evolving at exponential rates and they are transforming ways of working (e.g., systems, processes, and tools), people need to continuously be upskilled every 3-6 months. Companies, government, and non-profits are scrambling to find ways to keep current employees up-to-date, and to teach others skills so that they have a viable employee pipeline for the future. No one wants to fall behind in this technology race. The implications for educators are clear – how do we keep up with the technologies, their applications, and provide skills that complement the technologies as they evolve? Faster, better, and cheaper ways of upskilling individuals are vital. Stackable credentials are becoming a norm, and they are becoming as important, if not more important, than degrees. This session will explore the 4th industrial revolution in a global world, the need for speedy upskilling, and the implications for educators.

Parallell Session 3 – 28 May 2021

Track 1: Innovation

Strategies, Practices and Trends in Continuing Engineering Education at Scandinavian Universities

Paper number: 51

Authors: Bente Nørgaard1

Affiliation: 1Aalborg University

Session: 3 – Track 1: Innovation – 28 May, 2021

Abstract text:
Continuing engineering education (CEE) is often referred to among universities’ third mission activities – a strategy aiming at interacting with society, which many universities find extremely challenging. However, most Scandinavian universities provide continuing education programs, but the diversity is great and in general collaboration with industries is a rather new ‘business’ activity for most universities. Currently activities for developing new processes, methods and paradigms for cross collaboration (knowledge flow) are seeing the light of the day at universities within the Scandinavian countries. This ‘work-in-progress’ aim at understanding the Scandinavian universities activities within CEE through conducting a mapping study based on data from 10 different technical universities in the five Scandinavian countries. The study will aim at mapping strategies and current practices of CEE but also identify trends in cross collaboration and new paradigm for knowledge flow between universities, industries and professional engineers.

A qualitative methodological approach will be applied, based on face-to-face interviews with actors in continuing education as leaders, teachers and researchers in the CEE field.

This ‘work-in-progress’ will present different strategies, practices and trends for universities’ continuous engineering education and compare different perceptions from different groups, actors and countries and provide perceptions of – what is currently lacking in CEE and what may be the future, based on trends.

Sustainable learning communities in the Greenport

Paper number: 39

Authors: Ellen Sjoer1, PhD Rachelle van Harn1, Dr. Petra Biemans2

Affiliation: 1The Hague University of Applied Sciences, 2Inholland

Session: 3 – Track 1: Innovation – 28 May, 2021

Abstract text:
Responsible production (SG12) is an important task in the Greenport sector in
the Netherlands. World famous for its greenhouses, flowers, fruit and vegetables, this sector has to deal with sustainability challenges as well as with fast-moving digital technologies. There are several initiatives for high-end innovations in so-called field labs or learning communities, for example around vertical farming or geothermal energy. However, it is not easy to learn from the findings these initiatives generate. Furthermore, employers indicate that they do not have employees with the appropriate knowledge and innovation skills to benefit from their involvement in these initiatives. This project, which is financed by the province of South-Holland, aims to get a better understanding of the required qualities of employers/employees in specific roles to innovate in a successful and responsible way. Furthermore, it aims to design a tool that raises awareness and starts a dialogue about sustaining learning communities. At the conference, we will show the tool “Seeds of Innovation”, and discuss how participants in learning communities can use this tool in their professional practice.

Keywords: lifelong learning, innovation skills, Greenport sector

Parallell Session 3 – 28 May 2021

Track 2: Sustainability

“They Live Happily Ever After” – Cultivating the Relationship between a Continuing Education Engineering Program and an Instructional Design Support Unit to Sustain and Expand Engineering Education Offerings

Paper number: 9

Authors: Wanju Huang1, Bryan DeWitt1

Affiliation: 1Purdue University

Session: 3 – Track 2: Sustainability – 28 May, 2021

Abstract text:
Online learning has become a major venue for a university in the Midwest to offer its world class engineering education to the public and its university students. The College of Engineering itself establishes a continuing engineering education program that recruits faculty members to develop online courses, market the courses/programs, and manages student enrollments, etc. To expand its offerings in both non-credit and credit courses and to enhance course quality, an instructional design support partner was identified. The collaboration between the continuing engineering education program and the instructional design team began in Summer 2018, and the team has since created or redesigned over 50 engineering courses.

To support the engineering program, the instructional design team provides just-in-time support for faculty, staff, and students for issues relating to enrollment, course design and development, and program launch, implementation, and evaluation. Instructional designers provide creative problem-solving strategies to faculty in order to generate revenue and reduce costs associated with program management. By incorporating clear communication pathways, the instructional design team provides extensive support for academic and non-credit programs. The team provides in-house support for faculty and students by ensuring that appropriate technology tools are implemented correctly.

The partnership is rooted in the “Layers of Necessity” instructional design framework by expanding the capabilities of the faculty and administrators. For instance, the faculty are provided with three different instructional design options that they can choose based on their availability and familiarity with instructional technology and media environment. By providing high touch support, the instructional design team assists the College of Engineering in providing equitable access to educational opportunities by expanding affordable course offerings to a domestic and international audience. In this presentation, we will share the strategies we implemented to cultivate the relationship between these two units to grow the continuing engineering education program.

Agile Learning in Further Education

Paper number: 52

Authors: Joerg Longmuss1

Affiliation: 1Sustainum – Institute for a sustainable economy Berlin

Session: 3 – Track 2: Sustainability – 28 May, 2021

Abstract text:
The rapid technological development leads to an ever-increasing complexity in work environments. Thus, further education shall now more than ever relate directly to requirements of the working environment. The goal is to create a learning method which allows employees to acquire necessary key competencies within their work place, creating an embedded system of learning and working.
With the “Agile Learning” concept, competences needed in an organisation are acquired in the processing of real-life problems from the learner’s own field of work. This means self-directed learning of teams in short stages, supported by coaches and reviewed by a “project owner”. There are already experiences from eight different companies with this new learning concept. Characteristics are:

  • Learning new skills in the work process: no transfer losses
  • Real projects, real work, no training simulation: no loss of time
  • Collegial consulting and reflection in the team: no loss of experience

After an introduction into the learning concept, two methods to support agile learning projects will be discussed, the “learning card” format and an application of the Kanban principle. These methods are not only suitable for use in companies, but also for project-based teaching methods at universities.

Importance of Lifelong Learning in the Educational Ecosystem

Paper number: 54

Authors: Aniko Kalman1

Affiliation: 1Budapest University of Technology and Economics

Session: 3 – Track 2: Sustainability – 28 May, 2021

Abstract text:
‘The 21st century can be rightly regarded as a century of transformation, economic and cultural globalization and rapid technological development. In this context, it is vital to form a society which can adapt to the changes occurring in the environment, by always acquiring and updating knowledge and skills, necessary for everyday life and beyond’ (Lazăr & Lazăr, 2012: p. 2533). Laal (2011) also averred that globalization and the growth of the fast-changing knowledge economy mean that people need upgrading their skills throughout their adulthood to cope with modern life, both in their work and in their private lives According to Schwab (2017) from the World Economic Forum, the convergence of digital, physical and biological technologies has an immense potential to be a source of world economic growth. Furthermore, many professionals said that new knowledge is rapidly being developed and disseminated, demanding that students/engineers acquire a wider range of skills and knowledge in these areas (Sopdek, Bernard & Oliva, 2007). These concepts are very important for the engineers and the methods of teaching. Formal learning is not enough for them, they also need to learn for life and not for the school report, and need new competencies, innovation and creativity in learning. Thus, there is a must not only for the students but also for the teachers to self-manage, self-monitor and self-reflect on what they did. Edwards et al. (2002) believe these self-directed learning (self-managing & self-monitoring), and reflective practices (self-reflecting) are the key tools for the lifelong learning process. This paper aims to help engineers to acquire new technologies, new competencies and innovation for their lives. Therefore, the lifelong learning process and its importance for 21st century youths as well as self-directed learning and reflective practices which are beneficial for engineers are systematically described in this paper.

Parallell Session 3 – 28 May 2021

Track 3: Inclusion

Challenge-based learning environments for the development of engineering skills

Paper number: 34

Authors: Geronimo Martinez2, Patricia Caratozzolo2, Javier Sandoval1

Affiliation: 1S2G Energy, 2Tecnologico de Monterrey

Session: 3 – Track 3: Inclusion – 28 May, 2021

Abstract text:
Universities and employers are looking for innovative strategies to effectively develop -in future engineering professionals- the different types of skills declared by the Organisation for Economic Co-operation and Development, OECD, in its Future of education and Skills 2030 project. One of the most important conclusions is that in a few years there will be particular types of work that will require competition in new skills that have not been part of the basic skill set of that occupation previously.

One of the teaching strategies developed at the moment in several top ranked universities is the technique of challenge-based learning, combined with the new approaches of competencies-based evaluation frameworks. Many of these experiences may be unsuccessful due to the lack of flexibility of curricular programs, which requires the instruction to be carried out in environments limited to each course, without the intervention of external stakeholders as technicians and customers.

Our project was based on the design, development and implementation of a university-industry collaboration in a challenge-based learning experience, with engineering students of different subjects and semesters. In this way, the designed approach favors: (i) the ability to transfer the knowledge acquired from one domain of specificity to another; and (ii) the competence of lifelong learning aptitude. The intensive interaction between academia and industry allowed the deployment of multiple real-life challenge solution strategies and the effective interaction with customers considering relevant factors from different perspectives. This Work in Progress study is being conducted based upon a qualitative design methodology. The assessment considers different evaluation instruments, including rubrics, checklists, observation guides, and exit surveys. The results obtained so far showed that the designed experience promoted a better understanding of scientific concepts in engineering subjects and a higher capability to develop cross-curricular skills.

Women in Engineering and Science initiative: Raising awareness and monitoring gender equity

Paper number: 24

Authors: Vianney Lara Prieto1, PhD Patricia Caratozzolo1, PhD Rebeca M. García-García1, Ing. M. Yolanda Burgos-López1, Ing. M. Rubi Forte-Celaya1

Affiliation: 1Tecnológico de Monterrey

Session: 3 – Track 3: Inclusion – 28 May, 2021

Abstract text:
The commitment of the international community to achieve sustainable development is currently based on the 17 SDGs of the UN, being the SG #5 where the importance of reducing gender inequality is explicitly recognized. For institutions involved in Continuing Education, it is therefore a priority to develop initiatives that strengthen the participation and empowerment of women in different fields, especially in the areas of science, technology, engineering and mathematics; STEM. The fulfillment of this goal in Latin America is especially complex because its two greatest social challenges are gender inequality and exclusion. In this sense, the OECD Latin America Policy Priorities Report identifies that there are only 3 women for every 10 men in STEM-related jobs.

Given the need to provide the ideal conditions to raise the level of women participation and recognition, our institution launched at the beginning of 2019 a proposal to increase the presence and participation of women in STEM. The result is the Women in Engineering and Science (MIC) initiative, which seeks to raise awareness and monitor gender equity, equal opportunities for women and recognition of their work in the operation of the School of Engineering and Sciences.

This work in progress presents the work objectives for a particular committee within the MIC initiative: Linkage Committee. This committee is responsible for internal linkage within the institution and external linkage with national and international organizations, companies and universities. This work also analyzes the strategies designed to meet the proposed objectives, including: (i) to create an ecosystem that promotes women empowerment in the School of Engineering and Science to achieve international projects with a gender and social responsibility perspective, and (ii) to implement Lean In Circles; groups of women who meet regularly to learn and grow together.

Poster Session – 28 May 2021

Transversal Skills: enriching undergraduate engineering programmes

Paper number: 4

Authors: Petra Kletzenbauer1, Gert Schweiger1, Sonja Gögele1

Affiliation: 1University of Applied Sciences FH Joanneum

Session: Poster Session – 28 May, 2021

Abstract text:
Globalization and technology have changed education considerably. An ever-increasing global marketplace for talent and work but also growing competition put Higher Education (HE) in a position to act accordingly when it comes to educate their students. The way teaching and learning takes place has thus experienced some remarkable changes. By addressing key skills and competences HE has to adapt to a dynamic learning environment which means that the way education, training and learning is organized and assessed needs to be updated from time to time to be prepare students better in terms of employability. Apart from expert knowledge, HE in Austria has quite recently changed their focus to more interdisciplinary approaches including transversal skills. These skills (e.g. intra- and entrepreneurial skills; project management skills; communicational skills) are vital for enginerring students to successfully adapt to changes and to lead meaningful and productive lives. In order to enhance the learning experience of their undergraduate students, the department of Computer Sciences has conducted a survey among 100 graduates and 30 employers to investigate the reasons for the demand in transversal skills. Based on an online queationaire some valuable conclusions could be drawn why students tend to engage with these set of skills or not and how employers envoisage future engineers. From the findings it can be argued that transversal skills add an enormous asset to students’ professional development. Students will be optimally prepared for the challenges in their professional careers. In addition, they will be encouraged to embrace lifelong learning opportunities as the key to meeting the needs on the labor market since their continuous learning will allow them to remain top-of-the-shelf employees.

Learning in Practice for Practice: the Pros and Cons of Dual Study Programmes

Paper number: 5

Authors: Petra Kletzenbauer1, Gert Schweiger1, Sonja Gögele1

Affiliation: 1University of Applied Sciences FH Joanneum

Session: Poster Session – 28 May, 2021

Abstract text:
Higher education in Austria is constantly facing new challenges in form of globalization, technology and change. With the introduction of dual study programmes, higher education hopes to meet this zeitgeist since these programmes combine academic studies with experience in a company and vocational training. In doing so, students have to engage with two different learning environments, the higher education institution and the respective company. This quite innovative approach is intended to connect students with the world of work from a very early stage onwards. In our paper, we present best practice examples on how to implement dual study programmes and share first feedback from students and teachers being involved in a dual study programme for the first time. The feedback – completed in form of interviews – shows quite clearly that students and teachers alike see this dual curriculum enriching but challenging at the same time. Working and studying simultaneously causes stress and has an impact on the students’ subjective well-being. This is further emphasized by a tight timetable which hardly allows extra-curricular activities to foster interdisciplinary thinking. Teachers, on the other hand, need to change their teaching approaches since their methods have to adapt to the new learning environment. E-learning modules, flipped classrooms and new forms of assessment require teachers to leave their comfort zone in order to meet the challenges of an innovative curriculum.

Make Curriculum Development More Agile

Paper number: 14

Authors: Thilo Harth1

Affiliation: 1Muenster University of Applied Sciences

Session: Poster Session – 28 May, 2021

Abstract text:
Change in the engineering world is very rapid, especially as a result of digitalisation. Curriculum development is generally slow. It takes too long to implement new content, methods, and development in our courses. There is an obvious gap between the current requirements of engineers in the working world and the reality of engineering education at universities. On the one hand, a lot of subjects and basic competencies are necessary, durable and constant. They only need incremental changes and only single modules need to be replaced from time to time. On the other hand there is a new quality of change in the digital age. We have to face the VUCA world and represent it in our engineering curricula. At our university, we have been trying to implement a new, agile process of curriculum development for more than three years. Our first experiences, results, and ideas are visible and inspiring. This paper provides insight into a new approach to curriculum development and the creation of modules that address VUCA requirements.

Keywords: curriculum development, VUCA world, agile module, lifelong education

The Improvements of System Management in Continuing Education and Training

Paper number: 18

Authors: Xiaotong Huang1, Lei Wang, Liman Deng1

Affiliation: 1Tsinghua University

Session: Poster Session – 28 May, 2021

Abstract text:
The information management system for Continuing Education in Tsinghua University has been successfully on line for 6 years. It has significantly enhanced the daily routine management work and improved work efficiency. Due to the organization reconstruction, not only the training types increased but also the review procedures changed, online registration and payment has been completed, teaching process has been under control and supervision to ensure the education quality.

The new frame of work is to adopt the requirements of new situation, implement different type trainings, normalize teaching processes, collect students feedback widely and timely, construct data relationships with other offices in the university to provide data sharing.
This article will introduce the new features and functions of the information system and how it faciliates the continuing education management work and assist the construction of learning-society.

The Study and Practice of Online Education for Large-scale Cultivation of Engineering Staff

Paper number: 26

Authors: Yang Li1, xiaogeng Chen, min zhang1, meijuan liu1, lining yin1

Affiliation: 1Tsinghua University

Session: Poster Session – 28 May, 2021

Abstract text:
With Internet technology advancing globally, online education has been applied to various fields. China, whose economy and society have been developed dramatically, is putting more demand on high-quality engineering staff. The needs for on-service training for millions of them are increasing prominent. Based on its accumulation and practice in the field of distance education for more than 20 years, Tsinghua University is taking the lead in exploring online education and training of engineering staff in China. Abiding by the basic ideas of Analysis, Design, Develop, Implement and Evaluate, Tsinghua University has formed a set of education and training patterns, including MPOC (Massive Private Online Courses), SPOC (Small Private Online Courses), PMTD (Pyramid Model of Talents Development), and so on. On account of its strict management of the whole closed-loop process from education design to assessment, meanwhile learning results can be enhanced through course introduction, conclusion, discussion, practice and self-test which can be combined with offline workshop, on-site teaching, and the continuous iteration, modification and improvement in the process of practice combined, the online training of engineering staff has gained excellent teaching results and prestigious social reputations. Tsinghua University’s online education has been widely used for engineering staff training in different fields and on different scales, more than 300,000 people have been trained, including business management, energy conservation, safety production, as well as technological innovation.

Engineering in Sustainable Development by Tecnológico de Monterrey: An innovative educational career in sustainability for Mexico

Paper number: 45

Authors: José María Ariguznaga Uquidy1, Eng. Lizbeth Javier Alvarado2, Moises Duek Kalach2, Patricia Olga Caratozzolo2

Affiliation: 1ITESM, 2Tecnológico de Monterrey

Session: Poster Session – 28 May, 2021

Abstract text:
Nowadays climate change is an emerging crisis that has triggered noticeable problems within our planet including high CO2 concentrations, extreme temperatures, sea level increase, threat of wildlife and ecosystem modifications.

Specifically in Mexico since the creation of SEMARNAT, the country’s been aware that Mexico suffers from rough environmental issues: energy transition to renewables still has a long way to go because of the oil industry historical coverage; CO2 emissions does not present a downward behaviour; water and waste management suffer from lack of regulations and proper techniques for its industrial exploitation; and it is vulnerable to unpredictable conditions for agriculture, ocean acidification, disease spread, natural disasters, and poor air quality.

This negative environmental impacts have originated the necessity to incorporate innovative education. Within Mexico, different courses in the subject have emerged. There are currently 87 institutions where degree programs in Environmental Engineering is taught. Some examples are the UNAM, IPN, ULSA and UAM. However, within these institutions, there is no career that includes social, environmental and economic aspects at the same time since each institution gives an approach according to its interests. Tecnológico de Monterrey is the exception.

The engineering career in sustainable development trains engineers to solve problems from a social, environmental and economic perspective; looking for a balance between the three pillars of sustainability and thereby having the tools to achieve the SDGs. Furthermore, this career contemplates the whole panorama combining three engineerings (chemical, environmental and electric), as well as involving the students with enterprises that are looking to incorporate sustainability in their processes and making their practices greener. Additionally, the institution counts with appropriate infrastructure and laboratories for professional practices along with a complete syllabus that goes from fundamentals of process, energy and thermal engineering to principles of sustainability, business and ecosystems, regulations and involvement with stakeholders.

Choosing Ideation Methods: An Investigation of Methods Used in an Introductory Engineering Design Course

Paper number: 63

Authors: Elizabeth Starkey1, Dr. Robin Tate1

Affiliation: 1The Pennsylvania State University

Session: Poster Session – 28 May, 2021

Abstract text:
Idea generation is an important part of any engineering design process since developing creative ideas is necessary for innovation. Idea generation involves divergent thinking and is often helped through ideation techniques such as Brainstorming, C-Sketch, Design Heuristics Cards, Product Dissection, Functional Decomposition, and many others. While these techniques are often implemented during the idea generation process, when used in the classroom they are often employed without much thought to whether or not the method fits the design challenge, and rather are chosen based on the expertise of the instructor or other external factors. In order to bring more structure to the use of these techniques, idea generation cards were developed to help students to choose the method that best fits their project. Students use the cards to choose an effective method for their design project. This research tests the first implementation of the Idea Generation Cards and gathers feedback from students on their effectiveness in an introductory engineering design course.

Plenary Feedback Format and closing – 28 May 2021

Automation-Proof Professional Education: The Role of Higher Education in Inclusive Lifetime Education

Paper number: 49

Authors: Yakut Gazi1

Affiliation: 1Georgia Tech Professional Education

Session: Plenary Feedback Format and Closing – 28 May, 2021

Abstract text:
As many other workers, we, as educators, feel compelled to know more about how artificial intelligence (AI) will shape and transform our work, with added responsibility to shape the learners to prepare for this future. Artificial intelligence is the quest to build machines that can reason, learn, and act intelligently. Behind this simple and broad definition though, is a multitude of technologies and approaches that propagate the influence of AI in our lives.

This session will discuss the ways AI will impact and transform professional education and how we as educators can respond to “future-proof” our domain. We will discuss how AI will transform learning, transform the curriculum and learning spaces, and will impact the conversation on ethics, inclusion, and social justice.

As AI and automation fundamentally shifts and transforms work, what will be essential for us is to focus on what makes us human. Creativity and critical thinking will gain even more importance at the same time we know these are the skills that higher education has not been particularly good at instilling. What kind of opportunities might there be for lifetime learning organizations to forge a better relationship with K12-grey efforts for reskilling and upskilling with critical thinking and creativity? How does sustainability and climate change compare to the impact of AI in the future of work?

From global goals to practical implementation – innovative inclusion of employees and citizens, building a brand new municipality on the sustainable development goals.

Paper number: 47

Authors: Sofie Margareth Stenseng1, Geir Graff1

Affiliation: 1Asker municipality

Session: Plenary Feedback Format and Closing – 28 May, 2021

Abstract text:
“Asker municipality is dead – long live Asker municipality!”

On the 1st of January, Asker municipality is reborn as a brand-new municipality, the 8th largest in Norway. The new entity is built on the Sustainable Development Goals (SDGs) from top to bottom, and this creates both challenges and opportunities for citizens and employees alike.

As a part of the “Network of Excellence on sustainable societal transition”, Asker municipality is working according to a new City Transition Framework alongside other European organizations. This framework makes it possible to work with cross sectoral themes, including employees, citizens, academia, private businesses and other organizations in innovative approaches to societal development.

Asker municipality would like to present how we work within this framework to:
1: Localize the SDGs to our local context, working together with (among others )different UN-bodies and the OECD. This will focus on policy development and municipal planning, and how this
2: makes it both easier and more challenging for the Mayor and the Councilman to find both more standardized and structured, yet flexible means of collaboration, and how this
3: is opening up for more co-creation with citizens and other partners in a continually changing and increasingly more digital society.

All these factors combined increase the complexity for our leader’s manifold. Being a leader in the “new” Asker municipality puts pressure on our leaders to be both developmentally oriented, yet having the needed control in their day-to-day operations. An absolutely key factor in this work, is our new program for organizational and leadership development. This program seeks to make our 350 leaders from all levels of the organization able to meet the new challenges in an inclusive and innovative manner, building a new, sustainable municipality together with all the different parties that make up a Norwegian municipality.

Fourth Industrial Revolution and the risk of planned obsolescence in education

Paper number: 32

Authors: Patricia Caratozzolo1, Dr. Gabriela Irene Sirkis2, B.A. Clara Piloto3

Affiliation: 1Tecnologico de Monterrey, 2Universidad del CEMA, 3Massachusetts Institute of Technology

Session: Plenary Feedback Format and closing – 28 May, 2021

Abstract text:
The thrust of the Fourth Industrial Revolution and the pressure of stakeholders in the industry make employers require new workforce strategies. Both the OECD and the WEF, in their 2018 reports, have presented the situation as a global challenge: meeting the new demands requires heavily focus on the nature of future jobs and on the skills required from workers to secure those jobs. In the field of engineering, these requirements must also deal with an additional difficult situation; planned obsolescence in technology represents a triggering risk of other obsolescence of labour: market frictions, vertical and horizontal mismatch, skill gaps and shortages, and skill obsolescence.

To overcome the problems related to the skill-biased technological change, several initiatives have been addressed: (i) from an economic point of view, companies make decisions considering the costs to choose between reskilling or upskilling; (ii) in the educational market, attempts are made to alleviate the problem with an excessive number of degrees and programs; finally, (iii) in the field of Continuing Engineering Education, most institutions offer all kinds of trainings: MOOCs, webinars, micro-credentials courses and workshops. The current landscape is frantic and especially harmful to universities in developing countries, as in Latin America, to such an extent that the maelstrom of the worst facet of planned obsolescence –the systematic- causes a kind of planned “mirror” obsolescence in higher education institutions in engineering, which are not flexible enough to respond quickly in the preparation of their syllabus and programs.

Our work in progress study will take advantage of the extensive literature related to planned obsolescence in the technological field, to analyze the panorama of education in developing countries and propose possible dynamic models of how technological changes induce skill obsolescence and how this is related with engineering education and lifelong learning.

Author Index

A
Admiraal, Wilfried abstract #41
Ahluwalia, Amrit abstract #7
Almaguer, Leticia paper #36
Aparisi Miralles, Antonio abstract #30
Ariguznaga Uquidy, José María abstract #45, paper #45
Ashby, Mike abstract #38, paper #38

B
Baker, Nelson abstract #40
Biemans, Petra abstract #39
Branon, Rovy abstract #40
Brink, Suzanne abstract #41
Bochar, Dirk Gustave abstract #61
Burgos-López, Yolanda abstract #24, paper #24

C
Caratozzolo, Patricia (abstracts: #24, #32, #34, #36, #45 Papers: #24, #32, #34, #36)
Chakrabarti, Soma abstract #38, paper #38
Chen, Xiaogeng abstract #26, paper #26
Coleman, Nancy abstract #40

D
deHei, Miranda abstract #41
Dellmann, Frank paper #14
Deng, Liman abstract #18, paper #18
DeWitt, Bryan abstract #9
Dong, Hongjian abstract #62, paper #62

F
Fein, Adam abstract #40
Fong, Jim abstract #56
Fors, Michael abstract #12
Forte-Celaya, Rubi abstract #24, paper #24
Fredriksson, Claes abstract #37, paper #37
Fu, Zhong Li abstract #11

G
Gazi, Yakut abstract #49
García-García, Rebeca M. abstract #24, paper #24
Garza Fuentes,Ana Bárbara abstract #43, paper #43
Gómez Anguiano, Giovanna Leticia abstract #43, paper #43
Graff, Geir abstract #47
Gögele, Sonja (abstracts: #4, #5)

H
Harth, Thilo abstract #14, paper #14
Heitzman, Amy abstract #40
Huang, Wanju abstract #9
Huang, Xiaotong abstract #18, paper #18
Hoehne, Benjamin paper #52

I
Ibarra, Diana abstract #10

J
Jabaloyes, José paper #30
Javier Alvarado, Lizbeth abstract #45

K
Kalach, Moises Duek abstract #45, paper #45
Kalman, Aniko abstract #54, paper #54
Kletzenbauer, Petra (abstracts: #4, #5)
Kopton, Paulina abstract #44
Kopton, Paulina paper #44

L
Lara-Prieto, Vianney abstract #24, paper #24
Landsiedel, Diane abstract #58
Li, Yang abstract #26, paper #26
Liu, Meijuan abstract #26, paper #26
Longmuss, Joerg abstract #52, paper #52

M
Martinez, Geronimo abstract #34, paper #34
Marogel, Silvia abstract #44, paper #44
Miettinen, Kirsti abstract #53
Montesinos Sanchis, Patricio abstract #30, paper #30

N
Novak, Richard abstract #40
Nørgaard, Bente abstract #51

P
Piloto, Clara abstract #32, paper #32

S
Sanchez, Abel abstract #36, paper #36
Sandoval, Javier abstract #34, paper #34
Schrey-Niemenmaa, Katriina abstract #53
Schweiger, Gert (abstracts: #4, #5)
Serafimoski, Zhivko paper #44
Sipahi, Meryem Irem paper #44
Sirkis, Gabriela Irene abstract #32, paper #32
Šišaković, Teodora paper #44
Sjoer, Ellen (abstracts: #39, #41)
Smith, Tony abstract #16, paper #16
Soriano, Ana abstract #55
Starkey, Elizabeth abstract #63
Stenseng, Sofie Margareth abstract #47

T
Tate, Robin abstract #63
Tiwari, Nishtha abstract #44, paper #44

V
Vakhitova, Tatiana paper #38
van Harn, Rachelle abstract #39
Vigdor, Dan abstract #56

W
Wang, wen jia abstract #11
Wang,Lei abstract #18, paper #18

Y
Yin, Lining abstract #26, paper #26
Young, Desiree abstract #56

Z
Zhang, chang fang abstract #11
Zhang, Yousheng abstract #27, paper #27
Zhang, Min abstract #26, paper #26
Zhong, Min abstract #27, paper #27

Paper Number Index

#4: Transversal Skills: enriching undergraduate engineering programmes abstract #4

#5: Learning in Practice for Practice: the Pros and Cons of Dual Study Programmes abstract #5

#7: Leveraging CE to Transform the University: Exploring the Implications of a 60 Year Curriculum abstract #7

#9: “They Live Happily Ever After” – Cultivating the Relationship between a Continuing Education Engineering Program and an Instructional Design Support Unit to Sustain and Expand Engineering Education Offerings abstract #9

#10: Designing Authentic School-Based Professional Development and Learning for Faculty and the School Wide Community abstract #10

#11: An Analysis of Interactive Learning Methodology in Engineering Education Respond to the AI Challenges
abstract #11
#12: The future of work and learning from a corporate perspective – Boeing abstract #12
#14: Make Curriculum Development More Agile abstract #14, paper #14
#16: The nature of IACEE’s SERINA’s content, relative to the Association’s 2016 Porto Declaration. abstract #16, paper #16
#18: The Improvements of System Management in Continuing Education and Training abstract #18, paper #18
#24: Women in Engineering and Science initiative: Raising awareness and monitoring gender equity abstract #24, paper #24
#26: The Study and Practice of Online Education for Large-scale Cultivation of Engineering Staff abstract #26, paper #26
#27: Dialectical logic and Experimental Research on Innovative Leadership abstract #27, paper #27
#30: Lifelong Learning to identify and integrate competences and tools for Innovation management. The Innovation Process Map. abstract #30, paper #30
#32: Fourth Industrial Revolution and the risk of planned obsolescence in education abstract #32, paper #32
#34: Challenge-based learning environments for the development of engineering skills abstract #34, paper #34
#36: Beautiful Patterns: empowering young women through education in Computational Thinking abstract #36, paper #36
#37: Lifelong Learning and Continuing Professional Development in STEM – Innovation, Sustainability, Inclusion abstract #37, paper #37
#38: Social Life Cycle Assessment of Products Manufacturing for Practising Engineers abstract #38, paper #38
#39: Sustainable learning communities in the Greenport abstract #39
#40: Today’s Learners and the Future of Higher Education: Recommendations for Remaining Relevant, Innovative, and Sustainable abstract #40
#41: Flexible Reciprocal Learning in Sustainable Higher Design Education abstract #41
#43: Sex Education Campaigns as a Solution for Resposible Consumption and Gender Equalities: A Look into Menstruation and Sustainable Development abstract #43, paper #43
#44: Students’ perspective on the impact of cultural and ethnic diversity in STEM education abstract #44, paper #44
#45: Engineering in Sustainable Development by Tecnológico de Monterrey: An innovative educational career in sustainability for Mexico abstract #45, paper #45
#47: From global goals to practical implementation – innovative inclusion of employees and citizens, building a brand new municipality on the sustainable development goals. abstract #47
#49: Automation-Proof Professional Education: The Role of Higher Education in Inclusive Lifetime Education abstract #49
#51: Strategies, Practices and Trends in Continuing Engineering Education at Scandinavian Universities abstract #51
#52: Agile Learning in Further Education abstract #52, paper #52
#53: How CEE professionals plan, develop and sustain their careers and competence. abstract #53
#54: Importance of Lifelong Learning in the Educational Ecosystem abstract #54, paper #54
#55: Internationalization as a key for social innovation and entrepreneurship abstract #55
#56: A Secure Part of the Program Portfolio: Cybersecurity and Long-Term Trends abstract #56
#58: Driving a sustainable digital strategy for higher education: seeing the world from the learner’s point of view. abstract #58
#61: FEANI – the largest European Engineers Federation – and its future role and mission to be a bridge between European academia and industry abstract #61
#63: Choosing Ideation Methods: An Investigation of Methods Used in an Introductory Engineering Design Course abstract #63